Now onto the good stuff. In conversations about technology in the classroom, and looking at and seeing how there have been many new and innovative ways to connect children with other students around the globe, as well as have technology aid in the creation of new and exciting ways of learning, I couldn't help but question whether or not this 'new age' of teaching and this very 'hands on' (via i-pads, computers, cell phones etc) was really something that I believed in. I wasn't sure how I felt of sticking our students in front of screens even if this meant that they could connect with students around the world. Call me old fashion, but the idea of Penpals, using paper, pens, erasers, stamps and white out makes me excited as the anticipation of hearing from those far away has a greater allure then just clicking a button to start of video call. Although my own feelings towards this subject are quite direct, I do see value in connecting, and making connections around the world, and in the students own community. However, not only does this technology take away from my own love of writing tools, but it also brings to light a question. How does using all of these screens promote physical activity? How can we claim to be worried about childhood obesity and declining physical activity rates when we are teaching kids how to use computers instead of thrusting them into their community to learn through play, movement and sport? How can we encourage physical literacy if we are too busy using hard drives, not those of which will lead to hard drives to the net in a lay-up in basketball? Is all this technology allowing students to easily upload documents to jump sticks, but falling to teach them to jump rope?
In honesty I do not have the answers to these questions but I do know they are important ones to be asked, and are extremely important in shaping programs that look at (as mentioned) developing the whole child and recognizing that even though we want to advance our children within the modern, and technological world, we must first think of their health and well being at the forefront. Thus, I firmly believe that we need to make programs that look at including dance, gymnastics, fitness, games and outdoor pursuits, before implementing i-pad play, and MacBook time. Allow students to explore the community, by being in the community around them through movement, and play. Fostering an environment which promotes physical health, also encouraging and supporting students mental health, and emotional intelligence. I truly believe that in order to develop citizens of the world we need to move away fro screen time and into more holistic and activity based lessons, that encourage students to be healthy allowing them to flourish in whatever setting they find themselves in. In such an information age I think overwhelming students with information and technological skills may in fact leave them further behind, and by supporting physical health, and mental wellness we can figuratively and literally give them the stamina to keep up with the ever changing world around them !
As chapter one begins to explore, the notion of student centered learning, and understanding each students individual needs is critical to the creation of inclusive programs for all, even if this means they are drastically different from each other. For this reason I once again come back to the notion of the whole child, and how to reach and teach students from every avenue, once again iterating the importance of physical education. I can see how the argument could then be made that physical education is anything but a great equalizer, as many times it is seemingly exclusive and favours only those who excel in this area. However when this subject, like any other is taught to student and overall class need, as well as ability it can create a greater community closeness by engaging students in inclusive games, dance routines and friendly competition. Teaching students games that incorporate life skills, and other curriculum. (For example teaching communication through game tactics, or math skills to figure out the number of reps in a fitness class) In this way I strongly believe that physical education provides the dynamic, nurturing and inclusive environment which is sometimes lost in the static, mono-tone teachings that occur in the classroom.
As chapter one begins to explore, the notion of student centered learning, and understanding each students individual needs is critical to the creation of inclusive programs for all, even if this means they are drastically different from each other. For this reason I once again come back to the notion of the whole child, and how to reach and teach students from every avenue, once again iterating the importance of physical education. I can see how the argument could then be made that physical education is anything but a great equalizer, as many times it is seemingly exclusive and favours only those who excel in this area. However when this subject, like any other is taught to student and overall class need, as well as ability it can create a greater community closeness by engaging students in inclusive games, dance routines and friendly competition. Teaching students games that incorporate life skills, and other curriculum. (For example teaching communication through game tactics, or math skills to figure out the number of reps in a fitness class) In this way I strongly believe that physical education provides the dynamic, nurturing and inclusive environment which is sometimes lost in the static, mono-tone teachings that occur in the classroom.
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